原文链接地址：
https://www.downes.ca/cgi-bin/page.cgi?post=69037
原报告链接地址：https://iet.open.ac.uk/file/innovating-pedagogy-2019.pdf
This series of reports explores new forms of teaching, learning, and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This seventh report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce the report, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from Norway s Centre for the Science of Learning & Technology (SLATE). We proposed a long list of new educational terms, theories, and practices.We then pared these down to ten that have the potential to provoke major shifts in educational practice. Lastly, we drew on published and unpublished writings to compile the ten sketches of new pedagogies that might transform education. These are summarized below in approximate order of immediacy and timescale to widespread implementation.
这一系列报告探索交互世界里的教学、学习和评估的新方式，以期引导教师和决策者创新富有成效。第七份报告中提议了十项创新方法，这些方法已经开始流行，但还未对教育产生深远影响。为了撰写这份报告，英国开放大学教育技术研究所的一波学者与挪威学习与技术科学中心(SLATE)的研究人员进行了合作。我们先是提出了一长串新的教育术语、理论和实践，然后我们尽其所能压缩只留下十个有可能引发教育实践重大改变的项目，最终，我们从这些项目已发表和未发表的作品中，提炼汇编了十类可能会改变教育的教学革新。下面将按照这些新方法被广泛实施的即迫性和时间尺度的大致顺序，对这些十条教学革新进行概述。
1.Playful learning:
1.玩乐学习
There are many advantages to play in learning, both for children and adults. It is not simply an activity to help young children develop. It evokes creativity, imagination, and happiness. It also has life-long benefits. Playful learning has a focus on the process more than the outcome and allows for exploration of different issues from a variety of perspectives. There are many different ways to support playful learning. These include play-based approaches to teaching, designing digital games for learning, and developing playful values through participation in spaces that allow experimentation and positive failure. Play provides an important contrast to an increasing focus on memorization, testing, and performance in education, all of which reduce opportunities for active exploration.
无论对孩子还是成人，在学习中经历玩乐有很多好处。玩乐活动不是单单帮助幼儿发展，它能激发孩子的创造力、想象力和幸福感，更能产生终其一生的益处。玩乐学习更注重过程而不是结果，它允许孩子在过程中从不同的角度探索不同的问题。有许多不同方法可以支持玩乐学习。这些方法包括，以玩乐为主方法进行教学，以学习为导向设计的数字游戏，以及通过参与那些被允许的实验和产生积极意义的失败体验，来发展玩乐的价值。相比较，玩乐在教育中扮演重要的作用，而所有那些不断强化的注重记忆、考试和表现的教学方法，都是在不断削减学习者积极探索的机会。
2.Learning with robots:
2.和机器人学习
Conversations that facilitate and enable learning are an essential part of education. Skilled teachers engage in frequent conversations with their learners. These interactions take time but intelligent software assistants and robots can help. These machines set new expectations for what can be achieved. For example, they can help a learner understand something by providing a partner for conversation who is always available. They can assist teachers by responding quickly to frequent queries or by helping them with assessment. This can free teachers to redirect their energy towards essentially human tasks, such as exercising judgement and providing emotional support. Robots are also becoming capable of learning through interaction and conversation with a human tutor. Once they understand humans sufficiently well, this approach could be used for skill-based assessments.
对话能促进和赋能学习，是教育不可或缺的组成部分。富有经验的教师会经常与学生对话。这些对话互动需要花费时间，但智能软件助手和机器人可以起作用。把要实现的学习期待设定为这些机器的新目标。例如，它们可以帮助学习者理解一些东西，成为一个随时可以交谈的伙伴。他们也可以帮助教师，快速回答那些频繁被问的问题，或在教学评估中帮助教师。这就可以解放教师，让教师有精力转向以人为中心的任务上来，如进行一些决策判断和为学习者提供情感支持。机器人也能够通过与人类导师的互动和对话来学习。一旦它们能足够清楚地理解人类，这种和机器人学习的方法，就可以用在基于技能评估的学习项目中。
3.Decolonising learning:
3.非殖民化学习
A curriculum provides a way of identifying the knowledge we value. It structures the ways in which we are taught to think and talk about the world. As education has become increasingly global, communities have challenged the widespread assumption that the most valuable knowledge and the most valuable ways of teaching and learning come from a single European tradition. Decolonizing learning prompts us to consider everything we study from new perspectives. It draws attention to how often the only world view presented to learners is male, white, and European. This isn’t simply about removing some content from the curriculum and replacing it with new content – it’s about considering multiple perspectives and making space to think carefully about what we value. Decolonizing learning helps us to recognize, understand, and challenge the ways in which our world is shaped by colonialism. It also prompts us to examine our professional practices. It is an approach that includes indigenous knowledge and ways of learning, enabling students to explore themselves and their values and to define success on their own terms.
一个课程提供一种方法来鉴别出我们所重视的知识，它也塑造我们思考和谈论世界的方式。随着教育日益全球化，一种普遍的认识认为，最有价值的知识和最有价值的教与学方法，只来自欧洲的传统。当地的人们对这一认识提出了挑战。非殖民化学习促使我们从新的角度来考虑我们所学的一切。它让人们注意到，我们多少次向学习者展示的唯一世界观，都是男性、白人和欧洲人。这并不是简单地从课程中删除一些内容，然后用新内容取而代之，而是要从多个角度考虑问题，并留出思考空间，仔细考虑究竟什么是我们看重的东西。非殖民化的学习帮助我们认识、理解和挑战殖民主义塑造我们世界的方式。它也促使我们审视自己的职业实践。这是一种包括本土知识和学习方式的方法，使学生能够探索自己和他们自己的价值观，并以他们自己的方式定义成功。
4.Drone-based learning:
4.无人机学习
Drones are small devices that can be controlled remotely and made to carry out various tasks, either while in the air or once they have landed. Typically, they are used to take photographs or make videos. Learners can use them to look inside inaccessible places or to see a landscape from different angles. Using drones, students can collect data in places that would otherwise be difficult or dangerous to access. The use of drones helps learners to develop new skills, including planning routes and interpreting visual clues in the landscape. This enriches exploration of many physical spaces. Drone- based learning also stimulates valuable discussion around how emerging technologies can be used responsibly in learning spaces beyond the classroom.
无人机是一种小型设备，可以远程遥控执行各种任务，无论是在空中还是着陆后。通常，它们被用来拍照或制作视频，学习者可以用它们来观察那些难以到达的地方或用来能从不同的角度看地形。通过使用无人机，学习者可以收集那些难以到达地方或危险的地方的数据。无人机的使用帮助学习者发展新的技能，包括规划路线和解释景观中的视觉线索。这丰富了对许多物理空间的探索。无人机学习还激发了学习者关于如何在课堂之外的学习空间，有责任地使用新兴技术的宝贵讨论。
5.Learning through wonder:
5.从惊奇中学习
A wondrous event, such as seeing a brilliant rainbow or a majestic mountain waterfall, creates an experience that provokes interest and curiosity. By questioning and investigating encounters in the everyday world, a child’s desire to understand leads to learning. A nature walk can reveal patterns, such as spirals, fractals, waves, bubbles, and cracks that are at once beautiful and open to mathematical modelling. Visual illusions and magic tricks with familiar objects can provoke questions of causality, action at a distance, and free will. Such wondrous encounters motivate learners to see a phenomenon from many different perspectives. Teachers can include wonder in learning activities through magic shows, object lessons, nature tables, cabinets of curiosities, and outdoor quests, as well as through literature that evokes a sense of wonder
一个惊奇事件，比如看到一道灿烂的彩虹或雄伟的高山瀑布，会创造出一种经验，激发你的兴趣和好奇心。通过对日常生活中遇到的让学习者产生惊奇的体验，进行设问和调查，孩子对理解的渴望就导致了学习的发生。在大自然中漫步可以发现某些模型，例如发现螺旋、分形、波浪、气泡和裂缝等图案，这些图案既美观又易于数学建模。视觉错觉和对熟悉物体的魔术可以引出如因果关系、远距离作用和自由意志的问题。这种惊奇体验促使学习者从不同的角度来看待一个现象。教师可以通过魔术表演、实物课程、大自然的桌子、奇珍异宝柜、户外探索等方式，以及通过激发好奇心的文学作品，将惊奇体验融入到学习者学习中。
6.Action learning:
6.行动学习
Action learning is a team-based approach to professional development that addresses real and immediate problems. The approach was developed for workplace learning and is now being used more widely. Its aims are to improve existing skills and to solve problems that are significant to those taking part. Learners work in small groups with a trained facilitator. The groups contain a diverse set of people with different interests and experiences. Each learner introduces a problem or issue of concern. By meeting regularly and sharing different perspectives, group members find and apply solutions. In order to do this, they ask questions, share experiences, and reflect on their actions.
行动学习是一种以团队为基础的专业发展方法，以解决紧迫现实问题。这种方法是为工作场所学习而开发的，现在正得到更广泛的应用。它的目的是提高已有技能和解决那些行动参与中的重要问题。学习者在一个训练有素的促进者的带领下进行小组学习。这些团体包含了一群有着不同兴趣和经历的人。每个学习者介绍一个问题或其关注的问题。通过定期会面和分享不同的观点，小组成员能找到解决问题的方案并加以实施应用。为了做到这一点，他们会提出问题，分享经验，反思自己的行为。
7.Virtual studios:
7.虚拟工作室
Virtual studios are a topic of great current interest. While they have existed as a concept for some time, understanding of how learning takes place in traditional and virtual studios has matured, and there is a growing confidence associated with the use and understanding of alternative studios. Virtual studios are not simply an online version of physical studios. They have their own educational value and offer new possibilities. The studio is changing, allowing different forms to emerge in education. For example, a globally distributed design, specification, and fabrication studio is no longer an impossibility – it is a probable future for design practice as well as education. Commercial examples have already been established. It is now important that educators reflect on how to make best use of this emerging technology.
虚拟工作室是当前人们非常感兴趣的一个主题。虽然它们作为一个概念存在只是一段时间，但是对在传统和虚拟工作室中学习如何发生的理解已经成熟，并且对虚拟工作室的应用和理解，有证据信心表明越来越高。当然，虚拟工作室不仅仅是实体工作室的在线版，它们有自己的教育价值并能提供新的可能性。工作室正在改变，允许不同的形式出现在教育中。例如，一个全球分布的设计、规范和制作工作室不再是不可能，它可能是未来设计领域的一种实践，教育也是如此。商业上的例子已经建立起来了，现在重要的是教育工作者考虑如何充分地利用好这一新兴技术。
8.Place-based learning:
基于地点学习
Where learners are at a given time influences what they experience, their feelings, and their ways of thinking. These opportunities are limited if study always takes place in similar settings such as classrooms, lecture halls, or libraries. Place-based learning considers location to be a trigger for learning and an active part of how people learn. It is an approach that involves looking for learning opportunities within a local community and using the natural environment to inspire learners. It can support learning about a wide range of subjects, including Culture and History, Geography and Science. Mobile technologies are opening up new opportunities for place-based learning. They offer a sophisticated set of tools that can be used to support study outside the classroom. They also provide opportunities for adding virtual information to physical settings.
学习者在特定的时间地域内的体验、感受和思考方式。如果学习只是发生在类似的如教室、演讲厅或图书馆等地方，那样机会就会受限。基于地点的学习认为地点是学习的触发器，是人们学习方式的一个活跃部分。这是一种在当地社区寻找学习机会，利用自然环境激励学习者的方法。它可以支持学习广泛的科目，包括文化和历史，地理和科学。移动技术为基于地点的学习开辟了新的机会。它们提供了一套复杂的工具，可以用来支持课外学习。它们还提供将虚拟信息连接至物理环境的机会。
9.Making thinking visible:
让思维可见
Learning becomes more effective when students can visualize their thinking. This can include setting goals, writing down the steps when solving a problem, and making annotations. Teachers can benefit from seeing students’ goals, concepts, and progress. Making thinking visible fits with a view of learning as a constructive activity. Students create knowledge by interacting with tools and resources. As they do so, they leave traces of their thinking in the form of written marks and interactions with digital media such as videos. Technology-enhanced assessment prompts students to show their working as they solve problems and receive automated feedback. Some systems also allow students to pose questions and discuss their progress with teachers and peers during a learning activity. These visible records of students’ personal and social learning can become resources for reflection. Teachers can see how each student is progressing towards mastery of a topic and can identify where students are blocked or have misunderstood a topic.
当学习者让他们思维可见时，学习会变得更加有效。这包括设定目标，在解决问题时写下步骤，以及做注解。教师也会受益，当看到学生的目标、概念和进步。让思考可见，与把学习看成是一种建构活动观点相符。学习者通过与工具和资源的交互来创造知识，当这样做的时候，他们留下了他们的思考的痕迹，如以书面标记和与数字媒体如视频的互动。技术支持的评估也促使学生在解决问题和接收自动反馈时展示他们的工作。一些系统还允许学生在学习活动中提出问题，并与老师和同学讨论他们的进步。这些学生个人和社会化学习的可见记录可以成为资源用来反思。教师可以看到每个学生在掌握一个主题的过程中是如何进步的，并可以确定学生在哪里受到阻碍或是可能误解了一个主题。
10.Roots of empathy:
10.共情之根
Roots of Empathy is a classroom programme that is designed to teach children empathy. It prepares children aged 5 to 13 to interact with others healthily and constructively. It also prepares them to cope with different relationships in their lives. This programme is based on the principle that when children understand how they feel and how other people feel, they find it easier to cope in social situations. In order to help them to do this, Roots of Empathy develops their emotional understanding. Evaluations of the approach show that it decreases children s aggressive behaviour, improves social behaviour, and, due to its emphasis on the actions and feelings of babies, increases the knowledge children have about infant development.
共情之根是一个旨在教导孩子共情的课堂项目。它帮助5至13岁的儿童健康和建设性地与他人互动。它还能帮助孩子们应对生活中的不同关系。这个项目所基于的原则是，当孩子们理解自己和他人的感受时，他们就更容易应付社交场合。为了帮助他们做到这一点，共情之根发展了他们的情感理解。对该方法的评价表明，它减少了儿童的攻击性行为，改善了儿童的社会行为，并且由于它强调婴儿的行为和感觉，从而增加了儿童对婴儿发展的知识。
（注：根据知识共享Creative Commons 3.0署名许可，可以自由复制、重新分发、混合、转换和修改此文。）
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